Littérature scientifique sur le sujet « Latin American Almanacs »

The notion of intersemiosis suggests the game relationships between the multiple interacting signifying spheres of culture, but the term can also be fitly applied to the study of certain extraordinary artistic texts. This study makes use of one such book, Julio Cortazar's Around the Day in Eighty Worlds, to show how the sui generis interplay of the book's semantic spheres simultaneously models and renews the complex cultural processes of the production of meaning. This often reprinted and hard-tocategorize book that for years has remained at the outskirts of Latin American culture is also an ideal example to explore the dynamics between the center and periphery of culture as well as the writer's role in the creative renewal of cultural repertoires. By drawing a bridge over the apparent gap between the semiotics of culture and the semiotics of the artistic text, the present study attempts to approximate the critical-creative spirit of the late great theoretician Yurij Lutman.

AbstractIn the light of the material turn in the Humanities some aspects of Julio Cortázar’s (1914–1984) work become very evident today as a laboratory of the future. For Cortázar, reading was a transforming impulse, part of a process of liberation from mental ties to which he contributed as an author, challenging the barrier between the fantastic and the real, the limit between the human and the animal, between the living and the inert. Thus, as a critic on blind Modernity, Cortázar, from his stories, questions anthropocentrism in a gesture that in the current crisis of the Anthropocene could not be more topical. Moreover, while he supported the transformation of people’s material conditions of life in Latin America, he innovated and celebrated literature in intermedial texts that are the decanted result of a creative performance, embedded in the strongly transcultural context of a diaspora that was first voluntary and then became exile.

Представляем вниманию читателей заключительную часть статьи «На пути к международным стандартам образования», подготовленной специалистами факультета регионоведения и этнокультурного образования МПГУ. Установлен вклад в формирование глобального миропонимания идей великих русских ученых М.В. Ломоносова, В.И. Вернадского, К.Э. Циолковского и др. Отражен процесс становления общего образовательного пространства и международной стандартной классификации образования. Говоря о современной глобализации рубежа тысячелетий, авторы отмечают нарастающую взаимозависимость мира — экономическую, социально-культурную и политическую. Особое внимание обращено на ее роль в развитии интеграционных процессов образования, в том числе формирование Российской Федерацией совместно с другими участниками СНГ, ЕАЭС, АТР, ШОС общего евразийского образовательного пространства; закрепление в рамках Болонского процесса договоренностей об общеевропейском образовательном пространстве; принятие при содействии ЮНЕСКО региональных конвенций стран Африки, Азиатско-Тихоокеанского региона, Арабского Востока, Средиземноморья и Латинской Америки о признании квалификаций в области высшего образования. И, наконец, принятие первого в системе ООН международно-правового документа в области образования с глобальным охватом — Глобальной конвенции о признании квалификаций, относящихся к высшему образованию. Статью дополняет приложение с перечнем основных международно-правовых актов в области образования. In this edition of the almanac «Ethnodialogy» the third, and final, part of the article «Towards international standards of education: from pedagogy of early thinkers to modern approaches» is published. The article is prepared by the specialists of the Faculty of regional studies and ethnocultural education of the Moscow Pedagogical State University. It tells us about the contribution of the ideas of the great Russian scientists M.V. Lomonosov, V.I. Vernadsky, K.E. Tsiolkovsky, and others to the formation of the Global worldview. Both the process of development of the Common educational environment and the International standard classification of education are presented in the article. Speaking about the modern globalization at the turn of the millennium, the authors note the growing interdependence of the world — economic, sociocultural, and political. Special attention is paid to its role in the development of integration processes in education, including the formation of a common Eurasian educational space by the Russian Federation together with other members of the CIS, the EAEU, the Asia-Pacific region, and the SCO; the consolidation of agreements on a pan-European educational space within the framework of the Bologna Process; the adoption, with the assistance of UNESCO, of the regional conventions for the recognition of qualifications in higher education in Africa, Asia and the Pacific, the Arab East, the Mediterranean and Latin America. And, finally, the adoption of the first international legal instrument in the UN system in the field of education with a global scope — the Global Convention on the Recognition of Qualifications concerning Higher Education. The article is followed by the Supplement «The main international legalacts in the field of education».

In an attempt to narrow a perceived gap between two literary fields, this thesis provides a comparative analysis of Luis Alberto Urrea’s The Humminbird’s Daughter, and Leslie Marmon Silko’s Almanac of the Dead. I explore and critique the ways in which Luis Alberto Urrea mobilizes mestizaje and Chicana/o nationalist rhetoric. I argue that mestizaje stems from colonial representations that inscribe indigenous people into a narrative of erasure. Furthermore, I address Leslie Marmon Silko’s critique of mestizaje within Almanac of the Dead.
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